Facilitate emergency risk assessment Evidence Guide

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Evidence Guide: PUAEMR009B - Facilitate emergency risk assessment

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

PUAEMR009B - Facilitate emergency risk assessment

What evidence can you provide to prove your understanding of each of the following citeria?

Identify, define and engage the community

A community profile is developed to identify broad characteristics and special needs
Known risks, stakeholders, community and agency sources of information are used to identify networks that may be useful
A working group is established with an appropriate balance of expertise, representation and authority
Group's knowledge of emergency risk management principles, terminology and processes is developed
Means of implementing the emergency risk management process is negotiated with the community
Feasible consultation and project management strategies are developed with stakeholders
Need for specialised information, additional skills and expertise is identified

A community profile is developed to identify broad characteristics and special needs

Completed
Date:

Teacher:

Evidence:

Known risks, stakeholders, community and agency sources of information are used to identify networks that may be useful

Completed
Date:

Teacher:

Evidence:

A working group is established with an appropriate balance of expertise, representation and authority

Completed
Date:

Teacher:

Evidence:

Group's knowledge of emergency risk management principles, terminology and processes is developed

Completed
Date:

Teacher:

Evidence:

Means of implementing the emergency risk management process is negotiated with the community

Completed
Date:

Teacher:

Evidence:

Feasible consultation and project management strategies are developed with stakeholders

Completed
Date:

Teacher:

Evidence:

Need for specialised information, additional skills and expertise is identified

Completed
Date:

Teacher:

Evidence:

Develop context and risk evaluation criteria

Community concerns, drivers/triggers; applicable legislative, regulatory and organisational requirements; policies, procedures and desired outcomes are identified
Information on community characteristics, safety expectations, risk perceptions and the roles and requirements of stakeholders is collected
Practical constraints, existing treatment strategies and community expectations are considered when developing relevant risk evaluation criteria
Draft criteria and supporting explanations are circulated widely for comment

Community concerns, drivers/triggers; applicable legislative, regulatory and organisational requirements; policies, procedures and desired outcomes are identified

Completed
Date:

Teacher:

Evidence:

Information on community characteristics, safety expectations, risk perceptions and the roles and requirements of stakeholders is collected

Completed
Date:

Teacher:

Evidence:

Practical constraints, existing treatment strategies and community expectations are considered when developing relevant risk evaluation criteria

Completed
Date:

Teacher:

Evidence:

Draft criteria and supporting explanations are circulated widely for comment

Completed
Date:

Teacher:

Evidence:

Identify and analyse risks

Sources of risk are identified and described using research and broad input from specialists and stakeholders
Elements at risk are identified by examining the interaction between sources of risk, communities and the environment
Vulnerability of communities and/or the environment is determined by considering their susceptibility and resilience to sources of risk
Risk statements are developed that clearly describe the interaction between sources of risk and the elements at risk
Risk statements are analysed by considering the likelihood and consequences of impacts on the community and/or environment
Levels of risks are established and documented so that they can be understood by a wide range of audiences

Sources of risk are identified and described using research and broad input from specialists and stakeholders

Completed
Date:

Teacher:

Evidence:

Elements at risk are identified by examining the interaction between sources of risk, communities and the environment

Completed
Date:

Teacher:

Evidence:

Vulnerability of communities and/or the environment is determined by considering their susceptibility and resilience to sources of risk

Completed
Date:

Teacher:

Evidence:

Risk statements are developed that clearly describe the interaction between sources of risk and the elements at risk

Completed
Date:

Teacher:

Evidence:

Risk statements are analysed by considering the likelihood and consequences of impacts on the community and/or environment

Completed
Date:

Teacher:

Evidence:

Levels of risks are established and documented so that they can be understood by a wide range of audiences

Completed
Date:

Teacher:

Evidence:

Evaluate risks

Criteria to evaluate risks are agreed
Risks are prioritised by considering vulnerability and priority for treatment
Stakeholder agreement is sought through their involvement in refining the risk register
A risk assessment report is disseminated to relevant stakeholders

Criteria to evaluate risks are agreed

Completed
Date:

Teacher:

Evidence:

Risks are prioritised by considering vulnerability and priority for treatment

Completed
Date:

Teacher:

Evidence:

Stakeholder agreement is sought through their involvement in refining the risk register

Completed
Date:

Teacher:

Evidence:

A risk assessment report is disseminated to relevant stakeholders

Completed
Date:

Teacher:

Evidence:

Promote ongoing commitment and ownership for the process and outcomes

Consultation is undertaken at all stages of the process using a wide range of networks and individuals
A variety of communication strategies is used
All stages of the process, decisions taken and outcomes are documented accurately in accordance with accountability and audit requirements
Information is provided to the community in ways that suit their language, literacy and cultural needs

Consultation is undertaken at all stages of the process using a wide range of networks and individuals

Completed
Date:

Teacher:

Evidence:

A variety of communication strategies is used

Completed
Date:

Teacher:

Evidence:

All stages of the process, decisions taken and outcomes are documented accurately in accordance with accountability and audit requirements

Completed
Date:

Teacher:

Evidence:

Information is provided to the community in ways that suit their language, literacy and cultural needs

Completed
Date:

Teacher:

Evidence:

Monitor and review the process and outcomes

Emergency risk assessment is completed efficiently
All relevant data and contact information for key individuals and organisations is regularly reviewed for currency and updated
Risk register is reviewed in accordance with the review schedule or in response to drivers/triggers
Opportunities for improving emergency management processes are reported

Emergency risk assessment is completed efficiently

Completed
Date:

Teacher:

Evidence:

All relevant data and contact information for key individuals and organisations is regularly reviewed for currency and updated

Completed
Date:

Teacher:

Evidence:

Risk register is reviewed in accordance with the review schedule or in response to drivers/triggers

Completed
Date:

Teacher:

Evidence:

Opportunities for improving emergency management processes are reported

Completed
Date:

Teacher:

Evidence:

Assessed

Teacher: ___________________________ Date: _

Signature: ________________________________________________

Comments:

Instructions to Assessors

Evidence Guide



Critical aspects for assessment and evidence required to demonstrate competency in this unit	Assessment must confirm the ability to: explain emergency risk management concepts, the process and how to promote its benefits to a wide range of audiences apply the emergency risk management process (Australian Standard AS/NZS 4360) facilitate the development of an appropriate and sustainable emergency risk management process in cooperation with the community and stakeholders work with committee members to translate a wide range of risk perceptions, issues of concern and risk evaluation criteria into an agreed set of prioritised risks promote community cooperation, input and ownership for the emergency risk management process used and the outcomes produce an agreed risk register for a community obtain feedback, monitor and review the process and outcomes maintain momentum and achieve the project outcomes within available resources establish a project and see it through to produce a risk register that has broad community and stakeholder support Consistency in performance Competency should be demonstrated in a range of contexts throughout the life of a community emergency risk management project, or during components of a number of projects
Context of and specific resources for assessment	Context of assessment Competency should be assessed facilitating a group emergency risk management process in the workplace or in a simulated workplace environment Specific resources for assessment Access to a community and the opportunity to facilitate an actual, or simulated emergency risk assessment process
Guidance information for assessment	Information that will assist or guide assessment will be written during Phase II of the Review of the PUA00 Public Safety Training Package.

Required Skills and Knowledge

This describes the essential skills and knowledge and their level, required for this unit.

Required Skills

define and solve problems

demonstrate effective interpersonal interactions

gain cooperation of stakeholders

listen actively

locate and interpret community information

manage projects

maximise the participation of committee members

monitor and enhance team work

negotiate agreed outcomes despite incomplete and/or uncertain information

recognise the relevance and significance of information for the emergency risk management process

resolve conflicts between participants constructively

summarise and explain key information clearly

value diversity of views and perceptions of risks

Required Knowledge

Australian Standard AS/NZS 4360

culture, diversity and history of communities, environments and associated concerns, issues and sensitivities, perception of risks

decision making techniques

Emergency Risk Management Guidelines (1999)

emergency risk management process (Australian Standard AS/NZS 4360) and the kinds of outcomes and benefits for communities

emergency risk management terminology, risk, PPRR concepts and principles, mitigation

emergency risk management tools

group dynamics, strategies for team building and resolving conflict

ISO9000 and 14000 series quality standards

legislative and regulatory requirements relevant to emergency risk management

meeting procedures

research tools and demographic and economic analysis techniques

state/territory emergency risk management guidelines

Range Statement


The Range Statement relates to the Unit of Competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording in the Performance Criteria is detailed below.
Communities are groups with shared associations and may include	Geographic groups of people such as: neighbourhoods cities, towns, suburbs local government areas, regions, states/territories and the nation Groups of people exposed to a particular hazard Groups such as government organisations, non-government organisations, members of parliament Providers of goods, services and information (lifelines) transport, utilities, communications health, safety, comfort Shared-experience groups of people such as: particular-interest groups, professional groups age, ethnic groups, language groups tourists Workers in industry sectors such as: agriculture manufacturing (eg. food processing) commercial mining emergency services
Stakeholders may include	Emergency services (eg. fire, police, SES, ambulance, recovery agencies) Event organisers (eg. concerts, car rallies, sport) Hospital/medical personnel and care givers Interest, community, professional and industry groups Local business people Local government (eg. elected representatives, shire engineers, community development officers) Managers of critical infrastructure (eg. telecommunications, mining, petrochemical and gas) Managers of high occupancy facilities (eg. shopping centres, high rise apartment/office blocks) Providers of utilities (power, water, radio/TV) School staff State/territory/commonwealth agencies (eg. public works, human services, health, transport, natural resources, primary industry, environmental protection, emergency management) Tourist operators Venue operators
Sources of information may include	Community information booklets Credible individuals, group and community leaders Documented risk assessments by companies, organisations Family and historical records Libraries, research reports, Australian Bureau of Statistics data Special needs groups, significant cultural organisations Media, council and emergency service personnel and records
Consultation and project management strategies may involve	Advertising in local media Broadcast facsimile and email messages, web sites Contacting individual organisations, professional bodies, unions and recreational/sport associations Distributing pamphlets Focus groups, workshops, surveys Initiating media interviews Letters and articles written for specific audiences Meetings with groups, key individuals and leaders of minority/ethnic/cultural groups Preparing media releases Presentations to a variety of community groups; speaking at community functions
Information may include	Characteristics of natural, local and built environments Demographics (population distribution, social, cultural, health status and education data) Details of key infrastructure and emergency/support services Economic activity reports (employment, products, services, revenue) Government reports (eg. environmental impacts)
Risk evaluation criteria may be based on	Economic Environmental Humanitarian Legal Social Technical Other criteria determined by stakeholders
Drivers/triggers may include	Changes in community demographics Changes in insurance policies and premiums Changes in legislation, policies and disaster/emergency management plans New sources of risk or changed perception of risk Recent emergency incident reports/debriefs, safety issues Strategic and corporate plans
Legislative, regulatory and organisational requirements may include	Acts dealing with disasters, emergencies, occupational health and safety and the environment Land use planning Local government regulations Regulations for handling and transport of dangerous goods Safety standards
Policies and procedures may include	Agreements between agencies and/or organisations Emergency management arrangements specified in legislation or policies Existing disaster or emergency management plans Standard operating procedures
Practical constraints may include	Arrangements, roles and responsibilities set down in existing emergency management plans Availability of technical expertise, technology, equipment Budgets, time, availability and capability of people Land use planning Legislation covering emergency management, environmental management, safety standards, local government regulations Limited community knowledge of emergency risk management processes and benefits Political, social and cultural considerations
Sources of risk may include	Commercial activity and legal relationships Economic Human behaviour and individual activities Management activities and controls Natural events Political circumstances Technology/technical issues Terrorism
The environment may include

NTISthis.com

Evidence Guide: PUAEMR009B - Facilitate emergency risk assessment

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

PUAEMR009B - Facilitate emergency risk assessment

Identify, define and engage the community

Develop context and risk evaluation criteria

Identify and analyse risks

Evaluate risks

Promote ongoing commitment and ownership for the process and outcomes

Monitor and review the process and outcomes

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _